Forum 2 : Discussion issues on the Secondary Mathematics Curriculum

Assalamualaikum dan salam sejahtera.

This preliminary study attempts to compare the Malaysian Secondary Mathematics (MSM) curriculum published in 2003. The study aims to examine the math content and the level at which the content is introduced between the two countries. The results from the study indicated that there is a need for Malaysia Mathematics Curriculum to be revised in order to enable students to have literacy in mathematics and the ability to apply mathematics into other disciplines at higher level.

Students follow a common curriculum through the implementation of the Integrated Secondary School Curriculum (ISSC, popularly known as the KBSM). The current curriculum is review in 2001 where the language of instructions is English and the emphasise are on the five principles of learning Mathematics namely, problem solving, mathematical communication, making connection, reasoning and the use of technology. The five principles are adopted from the National Council for Teachers of Mathematics (NCTM). The KBSM mathematics framework provides a set of broad learning outcomes that summarize the knowledge, skills and understanding, values and attitudes essential for all students to succeed in and beyond their schooling. In KBSM, all students in lower secondary regardless of ability and achievement take the same mathematics curriculum.

In conclusion, there are some limitations to this study due to shortage of depth of the topics covered. It is important to study each topic through mathematics text book in both country for the details. Further, the actual practice on time spent teaching mathematics should also be taken into account and compared. Another issue in the study is the stages or age the use of computers and calculators are introduced in both countries.

In classroom.

Forum 4 : Discussion issues on curriculum

Assalamualaikum dan salam sejahtera.

A national curriculum for school mathematics is a topic of growing interest at state, national, and policy levels. The development of a common national curriculum and assessment in mathematics should be driven by the following basic principles for designing an excellent curriculum to avoid the risk of producing a negotiated list of standards that is merely an intersection of those that are currently addressed in each of the 50 states. Therefore, NCTM recommends the following guiding principles for the potential development of any set of common curricular expectations and assessments across the nation.

In conclusion, a curriculum should provide a rich, connected learning experience for students while adding coherence to the standards, and standards must align with the curriculum rather than be separate, long lists of learning expectations. Alignment and coherence of these three elements—curriculum, standards, and assessment—are critically important foundations of mathematics education. 

Thank you.

Forum 3 : Discussion issues on teaching approaches

Assalamualaikum dan Salam Sejahtera.

There are alot of teaching approches we can used while we are teaching. Such as, Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process.

Other than that, Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions.

in conclusion, there many way that we can find to make interest on our subject from teaching approches.

Forum 1 : Discussion issues on the language of instruction.

Assalamualaikum dan salam sejahtera. 

Language of instruction for me is very important because Jamaludin Isaac (1992 in Lokuin 1998) explains that there are two groups of students of English in Malaysia. The first students in urban or semi-urban and rural students second or rural areas. The first group received wide exposure and adequate language and accept the fact that English is a second language. In contrast, for the latter, they do not receive enough exposure to the second language. Additionally, they have a negative presumption against the English language. This attitude is received from the environment around them. Environment here can refer to the family environment.Normally, parents rural primary education and less exposed to foreign languages​​. When parents lack of exposure to the language, it also affects their children's education. This will lead to the achievement of their deteriorating. Unlike students in urban, the use of English in the two subjects is not an obstacle in improving their performance.This make english or languange of instruction important to student to make the student be success in life with english. 

Thank you.

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Report 5 : Discussion issues on assessment.

DISCUSSION ISSUES ON ASSESSMENT from Fatin Amira

Report 4 : Discussion issues on teaching approaches.

DISCUSSION ISSUES ON TEACHING APPROACHES from Fatin Amira

Report 3 : Discussion issues on HOTS.

DISCUSSION ISSUES ON HOTS from Fatin Amira

Report 2 : Discussion issues on TIMSS and PISA.

DISCUSSION ISSUES ON TIMSS AND PISA from Fatin Amira

Report 1 : Discussion issues on the disparities in achievement of students.

DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENT from Fatin Amira

Discussion 5 : Discussion issues on assessment.

Assesement from Fatin Amira

Discussion 4 : Discussion issues on teaching approaches.

Teaching approches from Fatin Amira

Discussion 3 : Discussion issues on HOTS.

Hots from Fatin Amira

Discussion 2 : Discussion issues on TIMSS and PISA.

Timss and pisa from Fatin Amira

Discussion 1 : Discussion issues on the disparities in achievement of students.

Disparities in achievement of students from Fatin Amira